Grade Level: 11 Topic: Webquest on Life during WWII
Objectives:
Student will understand that events of WWII effected different regions of the world in unique ways
Student will know critical details such as rations, air raids, evacuations, and Winston Churchill.
Student will be able to consider life during and after WWII.
Maine Learning Results Alignment
Maine Learning Results: Social Studies- E. History
E1 Historical knowledge, concepts, themes and patterns.
Grade 9-Diploma "World War II"
Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world.
b. Analyze major historical eras (WWII), major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
Rational: This lesson will allow students to consider how life was for people in WWII. It will explore the consequences that war has on communities especially Great Britain who was greatly effected by WWII. Students will discover what it was like to have rationing, air raids, and evacuations during WWII.
Assessment
Formative (Assessment for Learning)
Students will have to create a product about the information that they discovered. Students products will should be one of the following: essay, PowerPoint, poem, game, or play. They will be evaluated on their product and its content according to the rubric that can be found on the Webquest page: http://mysite.verizon.net/howardbass/thewarathome/index.html
Students will be graded according to their historical accuracy, subject knowledge, presentation, and participation.
Summative (Assessment of Learning)
The students will have to watch each students presentations. I will hand them out another graphic organizer. Once the class is done presenting they will recieve the same evaluation sheet that I graded them on. The students will also have to do a self evaluation of their Webquest project. This will help to determine their understanding
Integration
Reading: Students will have to read about the different aspects of life during WWII Great Britain. They will have to read about rationing, air raids, evacuations, or Winston Churchill. English: Students will have to create some sort of product that describes one aspect of life in Great Britain during WWII, this includes rationing, air raids, evacuations, or Winston Churchill. Students will also have to present their findings to the class. Technology: Students will be using Webquest to learn about life during WWII. They will also have to create a product from the information gathered from the webquest. It must have a digital presence so that the students are able to upload it to the class wiki.
Groupings
Students will have to take out their seasonal partner sheet. They will then be told that they will be working with their spring partners today. They will pair up with partners at the beginning of class to work on the webquest. They will work on the webquest with partners, this will allow them to get ideas for their product. Students will then have to create their own product from the webquest. Students will have to create their own products from the webquest but they will have the support of a partner when working on the webquest.
Differentiated Instruction
Strategies (Linguistic) Students will have to share their products with the class. (Interpersonal) Students are working with partners to gather information from the webquest. (Intrapersonal) Students work on their products individually. (Kinesthetic)Students will be working on computers to gather the information and put their product together. (Naturalistic,Musical or Logical) Students create a digital representation of their learning in the form of an essay, poem, PowerPoint, game, play or any way that the group wants to present their information. (Spatial) Student will be searching online looking at movies and pictures of their topic to learn more about it.
Modifications/Accommodations
will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations to the lesson plan to accommodate all students in the classroom. Students that are absent will be given a sheet of paper describing what they have to do. They will be able to do this project on their own time. The student that is absent will have one week to make up the work and pass it in to me.
Extensions
Students will use a webquest to explore aspects of like in Great Britain during WWII (Type II). Students will create a product that will reflect what they have learned (Type I). Students will create an essay, PowerPoint, poem, game, or play that will represent their research and learning. Students that need extensions will create an Imovie presentation that will reflect what they have learned about either rationing, air raids, evacuations, or Winston Churchill. (Type II).
Materials, Resources and Technology
Tic-tac-toe worksheet
Idea wheel worksheet
Computers (for every student)
pens/pencils
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale:
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:
Teaching and Learning Sequence:
Day 1
Agenda:
Attendance
Introduction to Webquest
The War at Home webquest
Day 2
Agenda:
Attendance
Finish The War at Home webquest
Present products
Students will come into class and attendance will be taken. I will have to questions written on the board when kids arrive. The questions will be What happened to the United States after 9/11? What improvements were made to protect our safety? Students will have 2 minutes to think about these questions. The room will be completely silent. After two minutes I will ask students to raise their hands if they would like to respond to the questions. The class will have a 5 minute discussion over these topics. I will then tell students that similar precautions were taken in WWII. I will tell them that they will be learning about what Great Britain did to protect its citizens during WWII. I will then ask students if they have ever done a webquest or heard of them. If students know then I will ask them to share with the class. If not I will tell them what a webquest is. I will tell students that they will be exploring the ways in which Great Britain protected its citizens by using a webquest. I will then direct students row- by row to grab their computers and return to their seats. Once every one has grabbed their computers I will direct them to go to the website: http://mysite.verizon.net/howardbass/thewarathome/index.html I will tell the students to look over the different sections of the webquest. After the students have had a few minutes to look over the worksheet then I will tell them to take out their seasonal partners worksheet. They will be pairing up with their Summer partners. I will tell them to hold off before they get with their partners. I will pass out the tic-tac-toe worksheet. Then I will tell students that they will be creating a product from this webquest and that their is a list of choices on the webquest for them to choose from. I will also tell them that even though they are working with partners each student will have to create their own products. (15 minutes) Where, Why, Hook, Tailor: Intrapersonal, Spatial, Kinesthetic, Linguistic.
UMF LESSON PLAN FORMAT
Teacher’s Name: Brenna Fenderson Lesson # : Five
Grade Level: 11 Topic: Webquest on Life during WWII
Objectives:
Maine Learning Results Alignment
E1 Historical knowledge, concepts, themes and patterns.
Grade 9-Diploma "World War II"
Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world.
b. Analyze major historical eras (WWII), major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
Rational: This lesson will allow students to consider how life was for people in WWII. It will explore the consequences that war has on communities especially Great Britain who was greatly effected by WWII. Students will discover what it was like to have rationing, air raids, and evacuations during WWII.
Assessment
Students will have to create a product about the information that they discovered. Students products will should be one of the following: essay, PowerPoint, poem, game, or play. They will be evaluated on their product and its content according to the rubric that can be found on the Webquest page: http://mysite.verizon.net/howardbass/thewarathome/index.html
Students will be graded according to their historical accuracy, subject knowledge, presentation, and participation.
The students will have to watch each students presentations. I will hand them out another graphic organizer. Once the class is done presenting they will recieve the same evaluation sheet that I graded them on. The students will also have to do a self evaluation of their Webquest project. This will help to determine their understanding
Integration
English: Students will have to create some sort of product that describes one aspect of life in Great Britain during WWII, this includes rationing, air raids, evacuations, or Winston Churchill. Students will also have to present their findings to the class.
Technology: Students will be using Webquest to learn about life during WWII. They will also have to create a product from the information gathered from the webquest. It must have a digital presence so that the students are able to upload it to the class wiki.
Groupings
Differentiated Instruction
(Linguistic) Students will have to share their products with the class.
(Interpersonal) Students are working with partners to gather information from the webquest.
(Intrapersonal) Students work on their products individually.
(Kinesthetic)Students will be working on computers to gather the information and put their product together.
(Naturalistic, Musical or Logical) Students create a digital representation of their learning in the form of an essay, poem, PowerPoint, game, play or any way that the group wants to present their information.
(Spatial) Student will be searching online looking at movies and pictures of their topic to learn more about it.
will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations to the lesson plan to accommodate all students in the classroom. Students that are absent will be given a sheet of paper describing what they have to do. They will be able to do this project on their own time. The student that is absent will have one week to make up the work and pass it in to me.
Students will use a webquest to explore aspects of like in Great Britain during WWII (Type II). Students will create a product that will reflect what they have learned (Type I). Students will create an essay, PowerPoint, poem, game, or play that will represent their research and learning. Students that need extensions will create an Imovie presentation that will reflect what they have learned about either rationing, air raids, evacuations, or Winston Churchill. (Type II).
Materials, Resources and Technology
Idea wheel worksheet
Computers (for every student)
pens/pencils
Source for Lesson Plan and Research
http://www.eduplace.com/graphicorganizer/
http://mysite.verizon.net/howardbass/thewarathome/index.html
Maine Standards for Initial Teacher Certification and Rationale
Rationale:
Rationale:
Rationale:
Rationale:
Teaching and Learning Sequence:
Agenda:
- Attendance
- Introduction to Webquest
- The War at Home webquest
Day 2Agenda:
- Attendance
- Finish The War at Home webquest
- Present products
Students will come into class and attendance will be taken. I will have to questions written on the board when kids arrive. The questions will be What happened to the United States after 9/11? What improvements were made to protect our safety? Students will have 2 minutes to think about these questions. The room will be completely silent. After two minutes I will ask students to raise their hands if they would like to respond to the questions. The class will have a 5 minute discussion over these topics. I will then tell students that similar precautions were taken in WWII. I will tell them that they will be learning about what Great Britain did to protect its citizens during WWII. I will then ask students if they have ever done a webquest or heard of them. If students know then I will ask them to share with the class. If not I will tell them what a webquest is. I will tell students that they will be exploring the ways in which Great Britain protected its citizens by using a webquest. I will then direct students row- by row to grab their computers and return to their seats. Once every one has grabbed their computers I will direct them to go to the website: http://mysite.verizon.net/howardbass/thewarathome/index.html I will tell the students to look over the different sections of the webquest. After the students have had a few minutes to look over the worksheet then I will tell them to take out their seasonal partners worksheet. They will be pairing up with their Summer partners. I will tell them to hold off before they get with their partners. I will pass out the tic-tac-toe worksheet. Then I will tell students that they will be creating a product from this webquest and that their is a list of choices on the webquest for them to choose from. I will also tell them that even though they are working with partners each student will have to create their own products. (15 minutes)Where, Why, Hook, Tailor: Intrapersonal, Spatial, Kinesthetic, Linguistic.